An Analysis On Code Switching Used By The English Teacher In Teaching In The Ninth-Grade Students Of Smpn 5 Kota Kupang In School Year 2017/2018

WAWIN, Alfonsus Laga P. (2017) An Analysis On Code Switching Used By The English Teacher In Teaching In The Ninth-Grade Students Of Smpn 5 Kota Kupang In School Year 2017/2018. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

This study is entitled “An Analysis on Code Switching Used by the English Teacher in Ninth-Grade Students of SMPN 5 Kota Kupang in Academic Year 2017/2018” it aims to answer the following question: (1) What are the types of the code switching used by English teacher of SMPN 5 Kota Kupang in teaching? (2) Why do the teachers switch codes in classroom? (3) What are the functions of code switching used by English teacher in teaching and learning process? This study identified and described the types of code switching based on Poplack, the functions of code switching was seen by using functional framework of language from Halliday, and reasons by Hoffman. This study is descriptive qualitative research. They are words, phrases, and clauses of code switching used by English Teacher in Ninth-Grade Student of SMPN 5 Kota Kupang in Academic Year 2017/2018. Based on the result of this study, there were three types of code switching done by an English teacher in teaching English to the ninth grade students of SMPN 5 Kota Kupang, namely tag switching, intersentential code switching, and intra-sentential code switching. From the data analysis, inter-sentential code switching is the most frequently used by the English teacher in teaching English among the other types. It applied by the teacher for 228 times (68, 67 %). It is followed by intra-sentential code switching where the teacher applied it for 69 times (20, 78 %). While tag switching is the types of code switching which is rarely used by the English teacher in teaching English. It applied by the teacher 35 times (10, 54 %). According to the reason of code switching that the researcher proposed to discuss in this study, there were ten of code switching. In fact, there was one reason of code switching was not found during the English teaching and learning process in the ninth grade students of SMPN 5 Kota namely Expressing group identity. The result of this study showed that the reasons of code switching which occurred the dominant frequently applied by the teacher is Repetition of Clarification. The total occurrence of repetition of clarification was 209 times (42,65%). In the second position was to Soften and Strengthen Request or Command wherein the teacher applied 130 times (26,53 %). The third position was Talking about Particular Topic. It was applied 49 times (10 %) by the teacher. The fourth position was Intention of Clarifying the Speech Content for the Interlocutor wherein it was applied 40 times (8,16 %) by the teacher. The fifth position was Interjection wherein the teacher applied it for 29 times (5,91 %). The sixth position was Showing Empathy about Something wherein it applied by the teacher for 14 times (2,85 %). The seventh was to Exclude Other People when a Command is Intended for a Limited Audience. The teacher did it for 11 times (2,24 %). The eighth position was because of real lexical need wherein it applied by the teacher for 4 times (0,40 %). The last position was Quoting Somebody Else wherein the teacher applied it for 6 times (1,22 %). Expressing group identity was not found by researcher in this observation. Based on the function categories of code switching, the English teacher did all of the functions of code switching in his English class. Based on the data, it can be seen that ideational and textual items are the functions of code switching which mostly was used by the English teacher in teaching English. The ideational function was applied 172 times (49 %). In the second position was textual function wherein the teacher applied it for 150 times (43 %). In the third position was interpersonal function. It was applied for 8 times (8 %). The findings also showed the different types, functions and reasons code switching in their performances. The most dominant code used by teacher for repetition and clarification. The teacher often repeated in order to clarify her speech or the students’ speech so that it would be understood more clearly by the students. While, In the function categories, the teacher mostly used the code switching in mediating the meaning of academic content. The teacher wanted to repeat what has been said by using code switching to help students understand and in mediating the meaning of academic content namely repetition, reformulation, clarification and exemplification. Recommendation was proposed for all English teachers in EFL classroom. The teacher’s code switching is needed to be used in English teaching and learning process since it is able to facilitate students’ understanding towards English learning.

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